Information theory and representation in associative word learning

A significant portion of early language learning can be viewed as an associative learning problem. We investigate the use of associative language learning based on the principle that words convey Shannon information about the environment. We discuss the shortcomings in representation used by previous associative word learners and propose a functional representation that not only denotes environmental categories, but serves as the basis for activities and interaction with the environment. We present experimental results with an autonomous agent acquiring language

Fishes Rarely Caught in Shrimp Trawl

During a three year study made of the offshore waters of Mississippi the author became interested in the fishes rarely caught in shrimp trawls. This report concerns all data for the project, which was carried out during 1967, 1968 and 1969. The only characteristic common to the following species is the rarity with which they are taken in regular shrimp trawling operations. Some are by no means rare in terms of total number available in the Gulf of Mexico, but it is worthwhile to report data collected as compared to others taken thirty-nine to forty-one years ago in nearby Louisiana. (Gunter, 19G5). Later Gunter (1941) listed certain rare fishes from Texas taken in both inside and outside waters. The data given here concern only offshore stations, which extended farther out than any previously reported from this coast

Organization and support of research and development

Thesis (M.B.A.)--Boston Universit

Alien Registration- Burns, Charles J. (Auburn, Androscoggin County)

https://digitalmaine.com/alien_docs/30935/thumbnail.jp

Antenna measurements for T9 feed

Issued as Letter report, Project no. A-374

35 GHz and 95 GHz radar field test

Issued as Monthly fiscal reports [1-2], Monthly progress reports no. 1-2, and Final letter report, Project no. A-238

At Issue: New Career-Technical Teachers - What Gets Them, and Why is it Important to Know?

The road to finding a career path as a Trade and Industrial (T&I) or Healthcare Science (HSTE) (formerly Heath Occupations) teacher is winding at best. Job incumbents in this profession are hired after years of employment in an occupational field, and subsequently obtain the necessary credentials for their new teaching career (Burns, Schaefer, & Hayden, 2005). Various models of career motivation offer reasons why individuals choose a certain career and reasons why individuals may or may not be successful in a career choice (Lopes, 2006). Additionally, a variety of theories have been offered to explain career choices of people in general, for those in helping careers and for those in career and technical education (Harms & Knoblock, 2005). While these models and theories have great value to any discussion on career development, they fall short when it comes to determining why individuals whose first career choice was to work in a trade or in healthcare make a career change into teaching, and what influences them to make that change. In fact, the career development of T&I and HSTE teachers is largely unknown and overlooked. This exploratory study surfaced from the researchers’ experience as T&I and HSTE teacher educators, and a review of previous research and literature revealing a scarcity of available data about the reasons T&I and HSTE professionals choose to change careers and become teachers. Our primary purpose is to describe the career choice motivations of T&I and HSTE teachers. From a practical standpoint, we would like to provide insight for those in the school system who recruit teachers and those who have the goal to retain them. It is our belief that we must understand the career motivations of new T&I and HSTE teachers in order to provide better induction into the field, mentoring that matches needs and stronger retention